Assessment of the implementation of the National Certificate (Vocational) plant production modules
| dc.contributor.advisor | Abongdia, J A | en |
| dc.contributor.advisor | Surname, Firstnames | en |
| dc.contributor.author | Langa, Phakama Perry Macmillan | en |
| dc.date.accessioned | 2026-08-14T01:45:20Z | |
| dc.date.available | 2026-08-14T01:45:20Z | |
| dc.date.issued | 2016 | en |
| dc.description.abstract | This study investigates the implementation of Language in Education Policy (LiEP) in learning and teaching in grades six from two schools. It critically examines the teachers’ practices and experiences towards English as the language of learning and teaching (LoLT) at two different primary schools from the eMalahleni in the Lady Frere Education District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method of teaching language as they code-switch to their home language when teaching content subjects as well as English. Despite this practice in class, learners are expected to answer their test and examination questions in English. Theoretically, this study is underpinned by the constructivist view of language learning (Gaserfeld, 2003) and English as an international language (Sivasubramaniam, 2011). On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam (2011 p.53) views language as a creative instrument of meaning which ‘has the power to create meaning anew and afresh’ each time that someone uses it. The study makes use of the qualitative research method with a case study design that is placed within the interpretive paradigm. The data collected will be analysed through the use of critical discourse analysis. The findings from the study suggest some instrumental motivations to use English as LOLT which is informed by Language policy. Some of these motivations are: studying abroad, business with foreign investors and integrative motivations as the learner will be able to communicate with people from different countries. The study concludes that there is need for schools to stick to the English medium because this acts as an open door to the upward economic mobility among the previously disadvantaged. Based on this, it can be recommended that schools stick to English first additional language as their language of teaching and learning. | en |
| dc.format | 266 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Langa, Phakama Perry Macmillan. 2016 | en |
| dc.identifier.other | vital:29229 | en |
| dc.identifier.other | http://hdl.handle.net/10353/5391 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4799 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Technical education -- Curricula Vocational education -- Curricula Curriculum planning | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.subject | Technical education -- Curricula | en |
| dc.subject | Vocational education -- Curricula | en |
| dc.subject | Curriculum planning | en |
| dc.title | Assessment of the implementation of the National Certificate (Vocational) plant production modules | en |
| dc.title.alternative | Assessment of the implementation of the National Certificate (Vocational) plant production modules | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | Degree | en |